Student, Teacher and Class-Level Correlates of Flemish Late Elementary School Children's Writing Performance

Autor/inn/en	De Smedt, Fien; Van Keer, Hilde; Merchie, Emmelien
Titel	Student, Teacher and Class-Level Correlates of Flemish Late Elementary School Children's Writing Performance
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 5, S.833-868 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9590-z
Schlagwörter	Foreign Countries; Writing Instruction; Elementary Schools; Teaching Methods; Teacher Attitudes; Student Characteristics; Teacher Characteristics; Writing (Composition); Correlation; Writing Achievement; Grade 5; Grade 6; Questionnaires; Writing Tests; Writing Assignments; Self Efficacy; Teacher Effectiveness; Student Motivation; Belgium + Suchen Sie Ihr Suchwort? Ausland; Schreibunterricht; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schreibübung; Korrelation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Fragebogen; Writing test; Schreibtest; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulische Motivation; Belgien
Abstract	In Flanders, there are neither Flemish assessments nor teacher surveys to provide insights into the current practice and outcomes of writing instruction. In the present study, we provide a-state-of-the-art study of the practice of writing instruction in Flemish late elementary education by investigating: (a) how writing is taught, (b) how teachers think about writing and writing instruction, and (c) how student characteristics, teacher characteristics, and classroom writing practices correlate with students' writing performance. In total, 128 teachers and 800 fifth- and sixth-grade students completed teacher and student questionnaires. Students also completed two writing tests (i.e., writing an informational and a narrative text). The descriptive results on the teacher questionnaire showed that upper elementary school teachers spent only about 65 min each week on various writing assignments in class (e.g., stories and worksheets). During these lessons, teachers primarily focused on explicit instruction of writing skills. In addition, teachers were generally positive towards writing and writing instruction and they felt self-efficacious in teaching writing. As to the relationships with students' writing performance, multilevel analyses indicated that students with a high self-efficacy for ideation and autonomous motivation wrote qualitatively better narrative and informational texts, while students with controlled motivation were significantly less successful in writing narrative texts. Also, teacher efficacy for writing was positively correlated with students' informational text quality. In conclusion, this study represents an important starting point in unraveling the black box of writing instruction in Flanders. However, more research is needed to further investigate correlates on student, teacher, and class levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01